university of york education

Welcome to the Faculty of Education

Leaders supporting future leaders in education..

The Faculty of Education provides an environment where students are encouraged to challenge the status quo to uncover new possibilities in the advancement of education. We support our students to become bold, principled and insightful leaders, because social justice won’t be realized by following the conventional. 

As one of the top Faculties of Education in the country, we offer a broad range of programs, research initiatives and community partnerships, all of which embody our commitment to practices of equity, diversity, inclusion, and decolonization.

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Bachelor of Arts (BA), Educational Studies

Domestic and International Students

BA Educational Studies graduates have a wide range of career options and job prospects ahead of them. Some common careers include working in care homes with elderly or young people, information and vocational learning, professional development, educational training and curriculum development.

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Leaders Supporting Future Leaders in Education: New Savitri Ahuja Education Award

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Meeting the challenges of a changing educational landscape

Through exceptional academic programs, we foster high-demand graduates that are poised to meet the challenges of a changing landscape – across local, regional, cultural, national and global communities.

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University of York

About university of york.

The University of York founding principles of equality and opportunity for all are anchored by the highest academic standards. A member of the prestigious Russell Group of research-led UK universities, York is one of the youngest universities to rank within the THE World University Rankings’ top 150. It is home to around 20,000 students from over 150 countries and each student that joins the community brings a new voice to the richness of perspectives at York.

Our 30 academic departments undertake groundbreaking research that underpins the teaching and challenges students to dream big and think critically. It works in partnership with institutions across the world to develop discoveries and technologies that tackle some of most pressing global challenges. In the most recent Research Excellence Framework (REF 2021) York ranked in the UK top 10 for research quality. .

The university builds on these research accolades and global connections into the teaching and opportunities provided. We offer York Futures, a distinctive personal development and activities programme created in partnership with top employers, to help prepare students for employment and further study. York also connects students to the local community through internships and major events like York Festival of Ideas, one of the largest free festivals of its kind in the UK aiming to inspire diverse audiences about the joy and impact of ideas and education.

The university’s parkland campus champions biodiversity and is home to a rich variety of wildlife within its lake, wetlands, tree trail and bird sanctuary. Located in the south-east of York, it’s a short distance from the historic city centre. York is an easily accessible city that’s pedestrian and cycle-friendly, with an extensive network of cycle lanes and off-road cycle paths. The city has a vibrant social scene offering shops, cafes, clubs, bars and restaurants.

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University of York - UK

Heslington , York YO10 5DD United Kingdom | Website

# 280 in Best Global Universities (tie)

University of York - UK Data

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University of York - UK Rankings

University of York - UK is ranked #280 in Best Global Universities. Schools are ranked according to their performance across a set of widely accepted indicators of excellence. Read more about how we rank schools .

• # 280 in Best Global Universities  (tie)
• # 117 in Best Global Universities in Europe  (tie)
• # 28 in Best Global Universities in the United Kingdom

University of York - UK Subject Rankings

• # 87 in Arts and Humanities
• # 287 in Biology and Biochemistry  (tie)
• # 262 in Chemistry  (tie)
• # 416 in Clinical Medicine  (tie)
• # 357 in Computer Science
• # 202 in Economics and Business
• # 84 in Education and Educational Research
• # 376 in Electrical and Electronic Engineering
• # 574 in Engineering  (tie)
• # 142 in Environment/Ecology  (tie)
• # 284 in Geosciences
• # 83 in Meteorology and Atmospheric Sciences  (tie)
• # 282 in Neuroscience and Behavior
• # 430 in Physical Chemistry  (tie)
• # 325 in Physics
• # 192 in Plant and Animal Science  (tie)
• # 126 in Psychiatry/Psychology
• # 85 in Public, Environmental and Occupational Health
• # 121 in Social Sciences and Public Health

2022-2023 Indicator Rankings

Thirteen indicators were used to calculate University of York - UK's overall Best Global Universities rank. Here is a breakdown of how this institution ranked relative to other schools for each indicator.

Global Universities

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Arts and Humanities

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Biology and Biochemistry

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Biology and Biochemistry international collaboration

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Chemistry overall score

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Clinical Medicine

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Computer Science

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Economics and Business

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Education and Educational Research

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Electrical and Electronic Engineering

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Electrical and Electronic Engineering international collaboration - relative to country

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Engineering

Engineering overall score

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Environment/Ecology

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Geosciences

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Meteorology and Atmospheric Sciences

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Meteorology and Atmospheric Sciences percentage of total publications that are among the 10% most cited

Meteorology and Atmospheric Sciences international collaboration - relative to country

Meteorology and Atmospheric Sciences international collaboration

Meteorology and Atmospheric Sciences number of highly cited papers that are among the top 1% most cited

Meteorology and Atmospheric Sciences percentage of highly cited papers that are among the top 1% most cited

Neuroscience and Behavior

Neuroscience and Behavior overall score

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Neuroscience and Behavior international collaboration - relative to country

Neuroscience and Behavior international collaboration

Neuroscience and Behavior number of highly cited papers that are among the top 1% most cited

Neuroscience and Behavior percentage of highly cited papers that are among the top 1% most cited

Physical Chemistry

Physical Chemistry overall score

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Physical Chemistry percentage of total publications that are among the 10% most cited

Physical Chemistry international collaboration - relative to country

Physical Chemistry international collaboration

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Physical Chemistry percentage of highly cited papers that are among the top 1% most cited

Physics overall score

Physics global research reputation

Physics regional research reputation

Physics publications

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Physics percentage of total publications that are among the 10% most cited

Physics international collaboration - relative to country

Physics international collaboration

Physics number of highly cited papers that are among the top 1% most cited

Physics percentage of highly cited papers that are among the top 1% most cited

Plant and Animal Science

Plant and Animal Science overall score

Plant and Animal Science global research reputation

Plant and Animal Science regional research reputation

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Plant and Animal Science total citations

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Plant and Animal Science percentage of total publications that are among the 10% most cited

Plant and Animal Science international collaboration - relative to country

Plant and Animal Science international collaboration

Plant and Animal Science number of highly cited papers that are among the top 1% most cited

Plant and Animal Science percentage of highly cited papers that are among the top 1% most cited

Psychiatry/Psychology

Psychiatry/Psychology overall score

Psychiatry/Psychology global research reputation

Psychiatry/Psychology regional research reputation

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Psychiatry/Psychology total citations

Psychiatry/Psychology number of publications that are among the 10% most cited

Psychiatry/Psychology percentage of total publications that are among the 10% most cited

Psychiatry/Psychology international collaboration - relative to country

Psychiatry/Psychology international collaboration

Psychiatry/Psychology number of highly cited papers that are among the top 1% most cited

Psychiatry/Psychology percentage of highly cited papers that are among the top 1% most cited

Public, Environmental and Occupational Health

Public, Environmental and Occupational Health overall score

Public, Environmental and Occupational Health publications

Public, Environmental and Occupational Health conferences

Public, Environmental and Occupational Health normalized citation impact

Public, Environmental and Occupational Health total citations

Public, Environmental and Occupational Health number of publications that are among the 10% most cited

Public, Environmental and Occupational Health percentage of total publications that are among the 10% most cited

Public, Environmental and Occupational Health international collaboration - relative to country

Public, Environmental and Occupational Health international collaboration

Public, Environmental and Occupational Health number of highly cited papers that are among the top 1% most cited

Public, Environmental and Occupational Health percentage of highly cited papers that are among the top 1% most cited

Social Sciences and Public Health

Social Sciences and Public Health overall score

Social Sciences and Public Health global research reputation

Social Sciences and Public Health regional research reputation

Social Sciences and Public Health publications

Social Sciences and Public Health normalized citation impact

Social Sciences and Public Health total citations

Social Sciences and Public Health number of publications that are among the 10% most cited

Social Sciences and Public Health percentage of total publications that are among the 10% most cited

Social Sciences and Public Health international collaboration - relative to country

Social Sciences and Public Health international collaboration

Social Sciences and Public Health number of highly cited papers that are among the top 1% most cited

Social Sciences and Public Health percentage of highly cited papers that are among the top 1% most cited

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• Higher education

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Bachelor of education.

• About Program

Program Details

Admission requirements.

• Program Website (Faculty of Education)
• Request More Information

The Bachelor of Education (BEd) degree qualifies successful graduates to teach in K-12 schools and to be recommended for certification with the Ontario College of Teachers. Our program provides students with the knowledge and skills necessary to enter the teaching profession as confident and effective teachers.

The BEd degree program is offered in two delivery models:

• Students can apply as  Direct Entry  from high school
• Consecutive -  Students have already completed one undergraduate degree and complete the BEd

Graduates of our BEd program can be certified to teach in Ontario in one of the following grade levels:

• Primary-Junior  (JK to Grade 6)
• Junior-Intermediate  (Grade 4 to Grade 10) or
• Intermediate-Senior  (Grade 7 to Grade 12)

Note that the Faculty of Education also offers a   Bachelor of Education (Technological Education) .

The BEd is a full-time professional degree program, which includes:

• Coursework  (including in-class and blended)
• School practicum  placements
• Community practicum  placement
• Optional  concentrations and specializations
• Opportunities to get involved in  student life  and  international learning
• Career services

Helpful information:

• Courses are offered on- and off-campus!
• International students can also join us.

BEd - Concurrent Model

Complete two university degrees at the same time in order to become a  qualified teacher  in Ontario! Students can apply to our Bachelor of Education (BEd) program in a concurrent delivery model:

• Apply  directly from high school  (Direct Entry model) while also applying to select Faculties at the same time

For more information on the program and schedules, visit  https://www.yorku.ca/edu/students/ . 

Selection is based on:

• Academic achievement
• Personal characteristics relevant to the teaching profession
• Online letters of reference

BEd - Consecutive Model (Degree required)

The full-time Bachelor of Education (BEd) consecutive program model features:

• Summer elective courses may be available (optional)
• Summer  international opportunities  may be available (optional)
• 10 full academic courses (60 credits)
• One  community-based placement  and three  school-based practicum placements
• Option of applying to an off-campus location

Applicants must hold an approved degree from an accredited degree granting institution and must present a minimum overall grade point average of B (on a 14-point scale or equivalent 73 percent) based on the final 60 credits or equivalent (10 full courses, or final two years of full-time study) in an undergraduate degree program.  The program is delivered over two years.

• Education-related experience

BEd - Special Concentrations

York University's Faculty of Education offers the most diverse undergraduate education curriculum in Ontario, with  both   Bachelor of Education  (BEd) and  Bachelor of Education in Technological Education  (BEd Technological Education) degree programs. We also offer opportunities in  French language ,  Jewish Teacher Education  and a formal Specialization in  International Education .

We also offer the following programs:

• Graduate programs in education ( MEd/PhD )
• Professional development courses (for practicing teachers)

Degrees Offered

Winter entry, summer entry, ways to study.

• Must be applying directly from high school
• Fulfillment of admission requirements for your undergraduate degree program
• Experience profile
• Experience summary
• Personal statement
• Letter of recommendation
• Supplemental fee (details available on MyFile ) by April 8, 2021

Minimum Requirements

• Baccalauréat Général with a minimum overall score of 10 (mention passable) from a French lycée accredited by the Ministry of Education or an accrediting agency in France.
• Some programs require a higher GPA. Please review the requirements for your program below.

Required Documents for Preliminary Review

• The following documents are required for your application to be reviewed for a conditional offer of admission. Documents can be uploaded to your MyFile account after you apply. Decisions are typically made 4-8 weeks after all required documents are submitted.
• High School Transcript(s)
• Grade 12 First Trimester Grades for Terminale Year
• Other documents may be required, and are determined by your academic background (please check your MyFile)
• Successful completion of the final year of senior studies.
• Exceptions: Students presenting strong academic profiles with Bachillerato programs from Costa Rica, Guatemala, Honduras, Nicaragua, Peru, Uruguay & Venezuela will be reviewed on an individual basis for admission consideration.
• Grade 12 Mid-year/Semester 1 Grades
• CSEC awarded by the CXC
• CAPE Unit 1 Examination Results
• CAPE Unit 2 Predicted Grades
• Senior Secondary School Graduation Certificate
• Successful completion of the final year of Senior 3/Grade 12 level of study with a minimum overall average of 75% on all academic courses.
• Grade 12 Mid-year Grade
• Some programs require higher. Please review the requirements for your program below.
• Prerequisite courses should not be below a grade of 4.0 or 70%.
• Grade 12 Semester 1 Grades
• Minimum of two Advanced-level (A2) passes and three GCSE or IGCSE Ordinary-level (O-level) passes.
• Minimum average of “C” is required on Advanced-level and Ordinary-level passes.
• Prerequisite courses must be presented at the Advanced-level.
• Minimum "C" is required for prerequisite courses unless otherwise noted.
• High School Transcript
• Advanced-level (A2) Predicted Grades
• GCSE/IGCSE (O-level) Certificate(s) (e.g. Pearson EdExcel, AQA, Cambridge, British Council, etc.)
• Hong Kong Diploma of Secondary Education (HKDSE) - minimum 6 academic courses
• Successful completion of the Twelfth Year of senior studies with a minimum overall average of 4.0/5.0 required.
• Prerequisite courses should present a minimum grade of "4" to meet program requirements.
• Grade 12 Predicted/Mid-year Grades
• IB Predicted/Expected/Anticipated Grades
• For most programs, minimum IB Diploma point scores of 30 or higher recommended (scores of 28 will be considered) - please check individual program requirement.
• Minimum 4 is required for prerequisite courses unless otherwise noted.
• Some programs require a higher average. Please review the requirements for your program below.
• Prerequisite courses should not be below a grade of 55%.
• Grade X Certificate, and Grade XI Final Transcript
• XII Predicted Grades
• Supplemental fee (details available on MyFile ) by April 1, 2021
• Successful completion of the final year of senior studies
• To gain admission to most programs, senior school Leaving Certificate with a minimum overall score of 70% is required in academic courses.
• Grade 12 graduation with a minimum overall average of "B" on Grade 11 and Grade 12 academic courses is required to be considered for most programs. Some programs require a higher average. Please review the requirements for your program below.
• SAT or ACT scores are not required for students studying in a recognized accredited US curriculum outside the United States, Puerto Rico or Guam.
• SATs/ACTs are considered in combination with high school grades.
• Transfer credit granted for final scores of 4 or 5 on the Advanced Placement (AP) exams, depending on the program (maximum 30 credits). Please click here for details.
• Grade 9-12 Semester 1 High School Transcript(s) (with grading scale)
• AP Exam Results (if applicable)

For Fall (September) 2021 and Winter (January) 2022 entry , York University will deem the SAT/ACT as optional for students studying in a recognized accredited US curriculum high school in the United States, Puerto Rico or Guam. However, students who have completed a standardized test are encouraged to submit their test scores as it may support your application for competitive programs. SAT/ACT scores must be sent electronically from the College Board directly to York. Please browse the section below for pre-requisites and detailed admission requirements.

Note: An SAT/ACT test will be required from students who are not enrolled in a recognized accredited US curriculum high school in the United States, Puerto Rico or Guam or have not studied in a formal academic high-school environment.

• West African Senior School Certificate Examination (WASSCE) or National Examinations Council (NECO) with grades of C4-6 or better are required for most programs.
• Grade 11-12 Semester 1 High School Transcript
• If you have already completed the WAEC or NECO exam, you can provide your scratch card access information for grade verification.

You are required to provide official evidence of academic achievement in secondary education. This can be demonstrated through:

• Final grades under the Ontario curriculum (obtained through correspondence, night school or through TVO)
• Credentials through other curricula, such as results from Advanced Placement (AP) or Advanced-level courses in the General Certificate of Education (GCE). (Students may register to sit for the AP and GCE examinations as private candidates.)

In the absence of final grades in courses:

• You must submit the results of standardized tests such as the Scholastic Aptitude Test (SAT) with a minimum combined total of 1170 on the Critical Reading and Math components or a composite American College Testing (ACT) score of 24.
• Your application will be reviewed by an admissions sub-committee. If admitted, you will not be eligible for entrance scholarships. You will be considered for continuing student scholarships at the end of your first year of study, if you satisfy those criteria.

You may also be required to provide proof of language proficiency. You will be considered for entrance scholarships on the basis of your overall averages in the six 4U/4M (Ontario curriculum) or equivalent courses.

Whether you want to teach, lead, or develop policy in the world of education, a graduate degree from NYU will provide you with the insights and skills to have the positive impact you aim for. Potential career opportunities with an advanced degree in education include secondary administrator, arts educator, learning designer, and subject-specific teacher.

Administration and Leadership

Arts education, education counseling, education design/policy, international/language.

Virtual Office Hours: Monday–Friday 9 a.m.–5 p.m. Email: [email protected] Phone: 212-992-4723

Educational Leadership: AdvC , EdD , MA ,  PhD Steinhardt School of Culture, Education, and Human Development

Higher and Postsecondary Education: EdD ,  MA , PhD Steinhardt School of Culture, Education, and Human Development

Leadership and Innovation: EdD Steinhardt School of Culture, Education, and Human Development

Art Education: MA Steinhardt School of Culture, Education, and Human Development

Dance Education: AdvC , MA Steinhardt School of Culture, Education, and Human Development

Educational Theatre: EdD , MA , PhD Steinhardt School of Culture, Education, and Human Development

Moving Image Archiving and Preservation:   MA Tisch School of the Arts

Music Education: AdvC , MA , PhD Steinhardt School of Culture, Education, and Human Development

Piano Performance and Pedagogy: AdvC ,  MM , PhD Steinhardt School of Culture, Education, and Human Development

Teaching Dance in the Professions: ABT Pedagogy: MA Steinhardt School of Culture, Education, and Human Development

Vocal Performance and Pedagogy: AdvC ,  MM , PhD Steinhardt School of Culture, Education, and Human Development

Clinical Social Work: DSW Silver School of Social Work

School Counseling: MA Steinhardt School of Culture, Education, and Human Development

Social Work: MSW Silver School of Social Work

Digital Media Design for Learning: AdvC , MA Steinhardt School of Culture, Education, and Human Development

Education and Social Policy: MA Steinhardt School of Culture, Education, and Human Development

Educational Communication and Technology: PhD Steinhardt School of Culture, Education, and Human Development

Games for Learning: MS Steinhardt School of Culture, Education, and Human Development

History of Education: MA , PhD Steinhardt School of Culture, Education, and Human Development

Sociology of Education: MA , PhD Steinhardt School of Culture, Education, and Human Development

Bilingual Education: AdvC , MA , PhD Steinhardt School of Culture, Education, and Human Development

Foreign Language Education: AdvC , MA Steinhardt School of Culture, Education, and Human Development

International Education: AdvC , MA , PhD Steinhardt School of Culture, Education, and Human Development

Teaching English to Speakers of Other Languages (TESOL): AdvC , MA , PhD Steinhardt School of Culture, Education, and Human Development

Teaching English to Speakers of Other Languages (TESOL): MA NYU Shanghai and Steinhardt School of Culture, Education, and Human Development

Childhood Education: MA Steinhardt School of Culture, Education, and Human Development

Early Childhood Education: MA Steinhardt School of Culture, Education, and Human Development

English Education: MAT , PhD Steinhardt School of Culture, Education, and Human Development

Environmental Conservation Education: MA Steinhardt School of Culture, Education, and Human Development

Literacy Education: MA Steinhardt School of Culture, Education, and Human Development

Math Education: MAT Steinhardt School of Culture, Education, and Human Development

Nursing Education: MS , MS/MPH Rory Meyers College of Nursing; dual MPH w/ School of Global Public Health

Science Education: MAT Steinhardt School of Culture, Education, and Human Development

Social Studies Education: MA , MAT Steinhardt School of Culture, Education, and Human Development

Special Education: MA , MAT Steinhardt School of Culture, Education, and Human Development

Teaching and Learning: PhD Steinhardt School of Culture, Education, and Human Development

If you’re excited by more than one subject and would like to combine them to create your own individualized program of study, you may be interested in the MA in Individualized Study degree at the Gallatin School of Individualized Study.

Back to Programs and Degrees

Bachelor of Education (BEd)

We offer two teacher education program delivery models – Concurrent and Consecutive – leading to the Bachelor of Education (BEd) degree and a recommendation for certification with the  Ontario College of Teachers .

Graduates of our BEd program can teach in K-12 schools and are certified to teach in Ontario in one of the following grade levels:

• Primary-Junior  (JK to Grade 6)
• Junior-Intermediate  (Grade 4 to Grade 10) or
• Intermediate-Senior  (Grade 7 to Grade 12)

Our program provides students with the knowledge and skills necessary to enter the teaching profession as confident and effective teachers.

The Bachelor of Education (BEd) is a full-time professional degree program. Students should expect to be involved in the program five days each week, completing a combination of coursework and community/school placements.

BEd - Concurrent

Students work towards earning their Concurrent BEd degree while completing another York undergraduate degree.

• Students can apply as  Direct Entry  from high school

BEd - Consecutive

Students have already completed or are in their last year of completing an undergraduate degree may qualify to study in the two year Consecutive BEd degree program.

Application Deadlines

Please be advised that programs in the Faculty of Education are intended to be delivered on campus or in official offsite locations in Toronto; community placements can only be completed in partner organizations and school placements can only be completed at partners school boards, which are located in the Greater Toronto Area (GTA). It is an expectation that students attend all classes in their scheduled format (whether online, blended or in-person) and complete their school and community-based placements where they are assigned in order to complete degree requirements.

Connect with York University

Education Department

• All Degrees
• Education Degree Options
• Education Professors
• Education Department Resources

The York University Education Department:

• Accredited by the Department of Education of Nebraska
• York University Education Department is a member of the Nebraska Council on Teacher Education and the American Association of Colleges for Teacher Education , a leading voice on educator preparation. 
• Prepares graduates with the knowledge, skills,   and disposition needed to be successful Christian educators.
• Prepares graduates to teach in K-12 classrooms in an ever-changing world by preparation through research and professional practices.
• Follows InTASC Model Core Teaching Standards and Learning Progressions in preparation for a professional teaching career.
• Provides every student with at least 100 hours of classroom experience before student teaching in qualified K-12 schools.
• Places all first-year education majors in schools during their first semester at YU.
• Includes faculty who are active, involved,   and professional. They take time to know and mentor their students.
• Allows students to individualize endorsements and concentration areas in order to have increased marketability.
• Provides placement services and advising for education majors and graduates. The department boasts a very high placement rate for graduates who seek education employment after graduation.

​In addition to classroom teaching, graduates may pursue advanced degrees in education, school counseling and administration.

Request Information             Apply

Certification areas, elementary education.

Bachelor of Arts in Education - Elementary Education (K-8)

Secondary Education

Bachelor of Arts in Education - Secondary Education (7-12)

Physical Education

Bachelor of Arts in Education, Physical Education (K-12 subject endorsement) with the supplemental Coaching endorsement (7-12)

Special Education

Bachelor of Arts in Education, K-12 Generalist

Vocal Music Education

Bachelor of Arts in Education, Vocal Music (K-12 subject endorsement)

Master of Arts in Education (Online)

Master of arts in education.

For those interested in earning a Master of Arts in Education degree, more information can be found on our York University Online  page.

Graduates of the elementary education program are certified to teach in kindergarten through 8th grade classrooms. Prior to student teaching, elementary education majors complete more than 100 hours of field experience, observing local elementary classrooms. York University works closely with area schools and afterschool programs to offer our students the best real-world experience possible. The elementary education program is the largest program offered by the York University Department of Education.

Some of the courses you may take include:

• Teaching Art in the Elementary and Middle Grades
• Introduction to Learners with Exceptionalities
• Inclusion and Collaborative Partnerships
• Field Experience in Elementary/Middle Grades
• Educational Psychology: Learning & Evaluation
• ​Teaching Mathematics in the Elementary and Middle Grades
• Children’s Literature
• Educational Technologies
• Instructional Interventions for Learning Disabilities
• Instructional Interventions for Behavioral Disorders, At-Risk Students
• Transitions to Career/Vocation/Community
• Planning and Managing Special Education Programs
• ​Assessment, Diagnosis, and Evaluation
• Teaching Language Arts in the Elementary and Middle Grades
• Human Relations/Multicultural Awareness
• Teaching Science in the Elementary and Middle Grades

Degree Plan

Graduates of  York University who study secondary education are certified to teach in 6th through 12th grade classrooms. Students can increase their skills and workplace marketability by adding up to two areas of endorsement with this major:

• Business, Marketing & Information Technology
• Mathematics
• Social Sciences​
• Speech (supplemental add on)
• Theatre (supplemental add on)
• Coaching (supplemental add on)

Graduates of the secondary education program are in especially high demand in the special education arena. There is a great need for certified teachers for students with mild disabilities in K-12 classrooms across Nebraska and the United States.​

Prior to student teaching, secondary education majors complete more than 100 hours of field experience, observing local high school classrooms. York University ​works closely with area schools to offer our students the best real-world experience possible.

• Interpersonal Communication
• Health Education
• Human Growth and Development
• Adolescent Psychology
• Introduction to Learners w/ Exceptionalities
• Field Experience in Secondary Education I/II
• Instructional Technologies
• Secondary Methods
• Student Teaching Seminar
• ​Student Teaching

Degree Plans

• English Language Arts Education
• Mathematics Education  
• Social Science Education

York University offers a physical education program, as well as endorsements in this area for other education majors. ​ Graduates of the physical education program are certified to teach kindergarten through 12th grade P.E. classes. A coaching endorsement is built into the program, so graduates are also prepared to lead extracurricular sports programs. Prior to student teaching, physical education majors complete more than 100 hours of field experience, observing a wide variety of P.E. classrooms, from elementary through high school, including adaptive P.E. York University ​works closely with area schools and after school programs to offer our students the best real-world experience possible.

A supplemental endorsement, Adaptive Physical Education, is available to students who have completed or are working toward a physical education endorsement. This program also can be paired with a coaching endorsement. 

• First Aid & Cardio-Pulmonary Resuscitation
• Care and Prevention of Athletic Injuries
• Comprehensive School Health
• Adapted Physical Education
• Teaching Health & Physical Education
• Anatomy/Physiology for Physical Education
• Organization & Administration of Physical Education Programs
• Kinesiology
• Physiology of Exercise
• Concepts of Coaching and Officiating
• Physical Education Non-Rhythmic Activities

Special Education (K-12) is a program in special education and second endorsement only for education degrees. Program requirement: Minimum depends on first endorsement field. Second endorsement in Adaptive Physical Education is available for physical education and special education majors.

• Inclusion & Collaborative Partnerships
• Instructional Interventions for Mental Disabilities/Handicaps
• Assessment Diagnosis and Evaluation
• Student Teaching
• Field Experience in Secondary Education I
• Foundations of Reading Instruction
• Reading Strategies for Elemen. and Middle Grades
• Reading Diagnosis/Remediation of Reading Difficulties 

Majors will participate in many ensembles, productions, and performance opportunities. Placement for music education majors seeking full time employment after graduation is 100%. More information about the music department and ensembles can be found on the music department page .

• Introduction to Education
• Writing & Reading for Secondary Content Areas
• Elementary Music Methods
• Private Piano Instruction
• Private Voice Instruction
• The Voice and Vocal Production
• Ear Training
• Music Theory
• Concert Choir
• Music Literature
• Music History

Department Learning Outcomes

Standard #1: Learner Development The candidate understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. Standard #2: Learning Differences The candidate uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards. Standard #3: Learning Environments The candidate works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation. Standard #4: Content Knowledge The candidate understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content. Standard #5: Application of Content The candidate understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues. Standard #6: Assessment The candidate understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the candidate’s and learner’s decision making. Standard #7: Planning for Instruction The candidate plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. Standard #8: Instructional Strategies The candidate understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways. Standard #9: Professional Learning and Ethical Practice The candidate engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner. Standard #10: Leadership and Collaboration The candidate seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

Education Faculty

Dr. Erin E. DeHart

Chair of the Department of Education Associate Professor of Education

More about Dr. DeHart

Mr. Robert E. DeHart

Chair of the Department of Physical Education Associate Professor of Physical Education

More about Mr. DeHart

Mr. Brian Gilchriest

Associate Professor of Education

More about Mr. Gilchriest

Ms. Kathryn Kurz

Assistant Professor of Education

More about Ms. Kathryn Kurz

Visit Campus & Meet Your Education Faculty

Nsea- aspiring educators.

As an education student at York University you will have the opportunity to become a member of the Nebraska State Education Association - Aspiring Educators. The NSEA provides professional resources and support to teachers in training. That added preparation helps young teachers get off to a successful career start, and provides NSEA with a core group of future Association leaders. Membership provides student with important liability insurance coverage while student teaching, as well as many of the same benefits as active teachers/members.

If you're seeking to further your education check out our Master of Arts programs. These programs are completely online and designed for professional educators. Choose from a Master of Arts in Education or a Master of Arts in Education with a Principal Endorsement. 

More information

Ready to join our community?

Request Information

Plan A Visit

Apply to York University

Search NYU Steinhardt

Teaching and Learning

In NYU Steinhardt’s Department of Teaching and Learning, you’ll be a part of a community that’s actively engaged with the theory and practice of how people learn. From our location in the heart of New York City, you’ll have access to one of the world’s most diverse and complex education systems – a training ground for building engaging learning spaces like no other.

As a Teaching and Learning student, you can:

• Develop your teaching skills and build your expertise in your content area
• Observe and train in global education systems
• Engage with urban schools and communities
• Learn how to promote equity and inclusion in the classroom
• Bring digital technology into real-world learning spaces

Our dynamic faculty have a wealth of hands-on experience in the field, from directing special education programs to advocating for social justice policy in the education space. They will provide mentorship, guidance, and support on your path to becoming an effective educator.

Bilingual Education

Prepare to work with students from diverse linguistic and educational backgrounds through a career as a K–12 bilingual education teacher or researcher.

Childhood Education

Examine critical education issues and gain the skills and experience to thrive as a teacher in today's urban classrooms.

Computer Science Education

Computer science is a rapidly growing field, and skilled teachers are in demand – you can become one of them.

Early Childhood Education

Our degrees will prepare you to create quality care for all children by developing your teaching practice as a reflective practitioner and researcher.

English Education

Foster classroom environments where literacy flourishes, reading comes alive, and students develop personally and socially significant ideas.

Environmental Conservation Education

Our Environmental Conservation Education program prepares you for a career in formal or nonformal environmental education, environmental consulting, and nonprofit work.

Literacy Education

Build on your experience as a teacher to become a literacy specialist and integrate the teaching of reading and writing into your curriculum or research.

Math Education

Fulfill the critical demand for outstanding math teachers in middle through high school, practicing educators, and doctoral researchers in math education.

Science Education

Become an effective science educator and leader in schools and nonprofits, and turn your passion for science into a career that makes a difference.

Social Studies Education

Gain the skills you need to teach history and the social sciences and develop your research skills in the field of social studies education.

Special Education

Learn to develop child-centered educational environments for students of all abilities and gain firsthand teaching experience with diverse student populations.

Teaching English to Speakers of Other Languages (TESOL)

Prepare for a career as a teacher or researcher in English as a New Language (ENL), working with learners from diverse linguistic and educational backgrounds.

World Language Education

Prepare for a career as a teacher of Chinese, French, Italian, Japanese, or Spanish to learners in diverse national and international settings.

Breaking Barriers in Education

NYU Steinhardt’s Teacher Residency infuses diversity into schools through unique, year-long degree and experiential program.

Steinhardt Alum Named New York’s 2023 Teacher of the Year

Billy Green (MA ’11) represents the love and support of community through education.

Case Study on Multilingualism in Classrooms Shows Acts of Care and Solidarity as Well as Exclusion, Aggression

New research led by Associate Professor of Language Education Kongji Qin outlined the various ways that translanguaging pedagogy can be used in a classroom.

NYU Steinhardt Department of Teaching and Learning  239 Greene Street, 6th Floor New York, NY 10003 Tel: 212 998 5460

View the department staff list .

• UB Directory

Graduate School of Education

PhD student Dawnavyn James shares Black history teaching expertise

Ayiana Crabtree reflects on her first semester in the information and library science online master’s program

School News

Several schools within the University at Buffalo, New York’s flagship, are ranked among the top nationwide in U.S. News & World Report’s Best Graduate Schools rankings, released this morning.

Learn Magazine

Catch up on the latest research in education, news headlines and stories featuring our students, alumni and faculty.

Upcoming Events

Merle Keitel , PhD ’87

Professor, Fordham University

Tanya Christ , PhD ’07

Associate Professor, Oakland University

Gary Crump , CAS ’21 Social Studies Teacher, Frederick Law Olmsted School

Nosisi Feza , PhD ’09

Professor, University of South Africa

Amanda Knapp , BS ’00, EdM ’03

Associate Vice Provost and Assistant Dean, Undergraduate Academic Affairs, University of Maryland, Baltimore County

Genelle Morris , EdD ’14

Chief Accountability Officer, Buffalo Public Schools

Paula Ganyard , MLS ’96

Library Director, University of Wisconsin-Green Bay

Casandra Wright , EdM ’03

Associate Superintendent, Buffalo Public Schools

Desiree Williams , MA/AC ’15

School Psychologist, Hamlin Park Claude and Ouida Clapp Academy

Brittany Patterson , PhD ’15

Assistant Professor, Baltimore’s University of Maryland School of Medicine

Stephen Uebbing , EdD ’87

Professor, University of Rochester

Liz Czarnecki , Ed.M. ’94, B.A. ‘76

Teacher, Williamsville North High School

Rebecca Vujnovic , PhD ’10

Clinical Assistant Professor, University at Buffalo

Douglas Scheidt , PhD ’91

Provost, SUNY College of Technology at Canton

Jillian Wilsey , EdM ’10

Instructor, Niagara County Community College

Jennifer Cross , BA '92, EdM '94 Vice President of Professional Services, Game Plan and Managing Director of Athlete Viewpoint Michael Cross , BA '91, EdM '93 Athletic Director for New Business Development, Penn State University and Board Member, Game Plan

Timothy Zgliczynski , PhD ’16

Teacher, Lancaster School District

Joelle Formato , EdM ’15

Founder and Head of School, Persistence Preparatory Academy Charter School

Alie Kuitems , EdM ’09

Lead Technology Integration Specialist, Charter School for Applied Technologies

Michael Venturiello , EdM ’16

Founder, Christopher Street Tours

COLUMBIA UNIVERSITY IN THE CITY OF NEW YORK

Medical Education Coordinator, Fellowships

• Emergency Medicine
• Columbia University Medical Center
• Opening on: Apr 13 2024
• Job Type: Officer of Administration
• Bargaining Unit:
• Regular/Temporary: Regular
• End Date if Temporary:
• Hours Per Week: 35
• Standard Work Schedule:
• Salary Range: $70,000 - $85,000

Position Summary

Reporting to the Director of Human Resources & Academic Affairs and in collaboration with Program Directors, the Medical Education Coordinator oversees the daily operations and management of all Emergency Medicine (EM) fellowship programs. Individual will be responsible for administrative duties pertaining to continuous accreditation, implementation of various programmatic/systems initiatives to improve programs and promote innovation related to the Department’s medical educational mission. Works closely with the Vice Chair of Education and associated faculty leadership.

Responsibilities

• Fellowship:  Manages all EM fellowships. Coordinates the daily operations and logistics for all programs. Coordinates the accreditation and reporting requirements of all programs with ACGME and other governing agencies. Provides coordination of recruitment efforts throughout the fellowship application/interview process. Coordinates appointments, reappointments, terminations and compliance initiatives. Supports Fellowship Program Directors and associated faculty in the planning, implementation and collection of all program evaluations and surveys. Coordinates the Clinical Competency Committee, Scholarly Oversight Committee, and Program Evaluation Committee meetings. Assists in the preparation of documentation needed for internal and external program reviews. Provides organized and efficient program records. Maintains websites associated with each program.
• Planning: Updates curricula, syllabi, presentations; prepares and distributes program information and announcements; manages registration. Confirms lecturers and guest speakers; assists with travel arrangements and itineraries; processes honoraria, travel and expense reimbursements. Reserves rooms for classes or and meetings; coordinates room and equipment rentals and set up/clean up; arranges catering, transportation and parking as required; handles maintenance complaints and issues. Arranges related receptions, lunches and dinner events.
• Compliance: Ensures compliance with University, NYP and associated agencies’ regulations, policies, requirements, documentation and deadlines. Acts a Department representative at meetings and conferences, and ensures effective planning and response to periodic regulatory audits, reviews; remediates deficiencies.
• Undergraduate Medical Education:   Provides back up assistance to Medical Education Coordinator as it relates to undergraduate medical education.
• Cross covers other related administrative positions and performs other duties as assigned.

Minimum Qualifications

Bachelor’s degree or equivalent in education and experience required plus a minimum of three years of progressive experience in an academic medical center. 

Preferred Qualifications

Administrative experience in Human Resources or Faculty Affairs a plus.

Knowledge, Skills, and Abilities

• Exceptional organization skills.
• Ability to independently prioritize work.
• Ability to utilize resources effectively.
• Critical thinking and problem solving skills.
• Effective written and verbal communication skills. 
• Expert knowledge of Microsoft Office Suite, online survey tools, and web-based database applications required.
• Able to organize, schedule, and prioritize work for self and others to meet deadlines.
• Able to utilize interpersonal skills to work effectively with others
• Knowledge of Federal, State, and University policies and regulations regarding the medical education delivery.
• Knowledge of ACGME, GME policies and procedures
• Knowledge of training program management software (ex: Medhub)
• Proficiency with virtual conference platforms (ex: Zoom)

Equal Opportunity Employer / Disability / Veteran

Columbia University is committed to the hiring of qualified local residents.

Commitment to Diversity 

Columbia university is dedicated to increasing diversity in its workforce, its student body, and its educational programs. achieving continued academic excellence and creating a vibrant university community require nothing less. in fulfilling its mission to advance diversity at the university, columbia seeks to hire, retain, and promote exceptionally talented individuals from diverse backgrounds.  , share this job.

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Some Colleges Will Soon Charge $100,000 a Year. How Did This Happen?

Some Vanderbilt students will have $100,000 in total expenses for the 2024-25 school year. The school doesn’t really want to talk about it.

By Ron Lieber

Reporting from Vanderbilt University in Nashville

It was only a matter of time before a college would have the nerve to quote its cost of attendance at nearly $100,000 a year. This spring, we’re catching our first glimpse of it.

Listen to this article with reporter commentary

Open this article in the New York Times Audio app on iOS.

One letter to a newly admitted Vanderbilt University engineering student showed an all-in price — room, board, personal expenses, a high-octane laptop — of $98,426. A student making three trips home to Los Angeles or London from the Nashville campus during the year could hit six figures.

This eye-popping sum is an anomaly. Only a tiny fraction of college-going students will pay anything close to this anytime soon, and about 35 percent of Vanderbilt students — those who get neither need-based nor merit aid — pay the full list price.

But a few dozen other colleges and universities that reject the vast majority of applicants will probably arrive at this threshold within a few years. Their willingness to cross it raises two questions for anyone shopping for college: How did this happen, and can it possibly be worth it?

Who Pays What

According to the College Board, the average 2023-24 list price for tuition, fees, housing and food was $56,190 at private, nonprofit four-year schools. At four-year public colleges, in-state students saw an average $24,030 sticker price.

That’s not what many people pay, though, not even close. As of the 2019-20 school year, according to federal data that the College Board used in a 2023 report , 39 percent of in-state students attending two-year colleges full time received enough grant aid to cover all of their tuition and fees (though not their living expenses, which can make getting through school enormously difficult). At four-year public schools, 31 percent paid nothing for tuition and fees while 18 percent of students at private colleges and universities qualified for the same deal.

Those private colleges continue to provide hefty discounts for people of all sorts of incomes. A National Association of College and University Business Officers study showed private nonprofit colleges and universities lowering their tuition prices by 56 percent from the rack rate during the 2022-23 school year.

Vanderbilt provides discounts, too, and its financial aid is extraordinarily generous. This year, it announced that families with income of $150,000 or less would pay no tuition in most instances .

Still, over 2,000 students there who get no need-based or merit aid will soon pay $100,000 or more. Why does Vanderbilt need all of that money?

Where the Money Goes

At a few small liberal arts colleges with enormous endowments, even $100,000 would not cover the average cost of educating a student, according to the schools. Williams College says it spends roughly $50,000 more per student than its list price, for instance.

In other words, everyone is getting a subsidy. Perhaps its list price should be over $100,000, too, so that its endowment is not offering unneeded help to wealthy families. Or, perhaps, a price that high would scare away low-income applicants who do not realize that they might get a free ride there.

According to Vanderbilt, its spending per undergraduate is $119,000. “The gap between the price and cost of attendance is funded by our endowment and the generous philanthropy of donors and alumni,” Brett Sweet, vice chancellor for finance, said in an emailed statement.

No one at the school would meet with me to break this figure down or get on the phone to talk about it. But Vanderbilt’s financial statements offer clues to how it spends money. In the 2023 fiscal year, 52 percent of its operating expenses went to faculty, staff and student salaries and wages, plus fringe benefits.

Robert B. Archibald and David H. Feldman, two academics who wrote “ Why Does College Cost So Much? ,” explained in their book why labor costs were so tricky at these institutions.

“The critical factors are that higher education is a personal service, that it has not experienced much labor-saving productivity growth, and that the wages of the highly educated workers so important at colleges and universities have soared,” they said. “These are economywide factors. They have little to do with any pathology in higher education.”

Critics of the industry still believe that a kind of administrative bloat has set in, driving up tuition with outsize salaries. But what is bloat, really?

Administrators oversee compliance, like the laws that have made it possible for disabled people to get to and through college and keep schools from discriminating against women. If we don’t like regulation, we can vote for different legislators.

Similarly, families in a free market can make alternative choices if they want fewer mental health practitioners and their bosses, computer network administrators, academic advisers or career counselors. And yet the first (prescreened) question that Vanderbilt’s chancellor, Daniel Diermeier, answered on family weekend this past fall was about whether Vanderbilt should invest even more in career advising in the wake of the school’s five-spot decline in the annual U.S. News rankings .

Is It Worth It?

If many families are not exactly lining up for a cut-rate residential undergraduate education, they’re still asking plenty of good questions about value. So is a $400,000 college education ever worth it?

It depends, and you knew that answer was coming, right?

Most college shoppers wonder about income outcomes, and it’s possible to search by undergraduate major on the federal government’s College Scorecard website . This program-level data exists for alumni who are four years out from graduation, though only for those who received any federal financial aid.

Vanderbilt’s biomedical/medical engineering majors have median earnings of $94,340 four years out. English language and literature majors are earning $53,767.

Those are fine results, but are they exclusive to Vanderbilt? “You could get an engineering degree at a state flagship university that’s just as valuable as something you’d get at Vanderbilt,” said Julian Treves , a financial adviser and college specialist whose newsletter tipped me off to the goings-on there.

I spent a few days trying to get Vanderbilt’s vice provost for university enrollment affairs, Douglas L. Christiansen , to talk to me and answer these questions squarely and more expansively, but I did not succeed. A university spokeswoman sent me some generalities in his name. “We are committed to excellence at all levels, from the quality of our faculty, programming, facilities and research labs to the services we provide to support the academic, emotional and social well-being of our students,” went the statement.

In anticipation of the absence of a substantive reply, I attended a group information session for 125 or so prospective students and asked there, too. The senior admissions officer who took the question refused to answer. I’d never seen that before, and I’ve been to these sessions at dozens of schools over the years.

But really, why should an actor in a competitive marketplace answer that question if the person doesn’t absolutely have to? Without publicly available, industrywide quantitative data on quality — happiness scores, customer satisfaction, measures of learning, return on friendship, the strength of career networks — the list price alone serves as a signal of excellence, to some shoppers at least.

And thousands of applicants respond to the signal each year by volunteering to pay the list price, even as the school rejects the vast majority of applicants. Or maybe they volunteer precisely because Vanderbilt and schools like it reject the vast majority of applicants.

So a $100,000 list price is not our highest-priority outrage. The spectacle of wealthy people freely purchasing luxury services is nothing new, even if it is a totally worthy object of scrutiny (and an understudied phenomenon by academics themselves, ahem).

What is a problem, then? Brent Joseph Evans , an associate professor of public policy and higher education at Vanderbilt’s college of education and human development, started his career as an admissions officer at the University of Virginia. There, he sold the institution to boarding school students in New England and teenagers in the Appalachian foothills.

The former group might pay $100,000 per year, though many of them won’t get into the Vanderbilts of the world in the first place. They will surely find their way somewhere.

But that latter group? Professor Evans is worried about their access to any school at all.

“We should care about whether they get into a state university system at a low cost and find a well-paying career that can keep them in the middle class,” he said. “I do think that sometimes any tension over what elite colleges are doing moves us away from what we should be caring about as a society.”

Read by Ron Lieber

Audio produced by Parin Behrooz .

An earlier version of this article misstated the surname of Vanderbilt’s vice provost for university enrollment affairs. He is Douglas L. Christiansen, not Christensen.

How we handle corrections

Ron Lieber has been the Your Money columnist since 2008 and has written five books, most recently “The Price You Pay for College.” More about Ron Lieber

Undergraduate

BA (Hons) Sociology with Education

Understanding the building blocks for an informed society

Year of entry: 2024/25

Institution code

3 years full-time (plus optional placement year)

Typical offer

ABB ( full entry requirements )

September 2024 ( semester dates )

Department of Education , Department of Sociology

Apply for this course

UK (home) fees

£9,250 per year

International and EU fees

£23,700 per year

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in the UK for Sociology research impact

Times Higher Education’s ranking of the Research Excellence Framework 2021

in the UK for Sociology

The Times and The Sunday Times Good University Guide 2024

in the UK for Education

QS World University Rankings, by Subject, 2023

Explore the ideas underpinning the education system and the environment it operates in.

Education is increasingly seen as essential to an informed society and as the driver for economic growth, social harmony and personal wellbeing. 

By combining two distinctive but intertwined subjects, you’ll gain a deep understanding of education and learn to evaluate evidence, think critically and craft arguments - attributes valued by potential employers. You'll also get to tailor your degree to your interests and use your skills to carry out research in an area you’re passionate about.

Course content

The course progresses from broad to specialist topics. As you progress you'll focus your studies, choosing option modules to develop your expertise. In your final year you'll undertake independent research leading to a 8,000-word dissertation.

Our teaching is led by our research, covering real-world issues on a wide range of topics including equality, gender and sexuality, race, health, the body, education and society, psychological aspects of education, special educational needs and children’s fiction.

Study abroad

There are opportunities for you to spend time abroad during your course:

• Explore global opportunities

There are opportunities to spend time in industry as part of this course.

• Work while you study

Core modules

• Cultivating a Sociological Imagination
• Becoming a Social Researcher
• Investigating Social Problems
• Theorising the Social World
• Meanings and Contexts of Education
• Social Perspectives on Education

Academic integrity module

In addition to the above you will also need to complete our online Academic Integrity module .

This module covers some of the essential skills and knowledge which will help you to study independently and produce work of a high academic standard which is vital for success at York.

This module will:

• define academic integrity and academic misconduct
• explain why and when you should reference source material and other people's work
• provide interactive exercises to help you to assess whether you've understood the concepts
• provide answers to FAQs and links to useful resources.
• Inequality, Intersectionality and Resistance
• Doing Research
• Societies and the Climate Crisis
• Education, Power and Society

Option modules

You will also study two  option modules.  In previous years, options have covered topics such as:

• Body and Society
• Popular Culture, the Media and Society
• Humans and Other Animals
• Social Interaction and Conversation Analysis
• People and the State
• Health and Illness
• Individual Differences in Education
• Educational Diversity
• Sociology of Childhood and Youth
• Education Policy and its Impacts
• Education and the Environment
• Active Learning for Social Change
• Teaching and Learning a Second Language

The options available to you will be confirmed after you begin your course. For further information please get in touch .

Elective modules

You may be able to replace one option module with an elective module , studying a complementary subject, a language or an interdisciplinary topic.

The focus of your final year will be your dissertation. You'll work with an academic supervisor to identify and interrogate an original research question, on a topic related to Sociology or Education. You'll write up your results in a 8,000-word extended essay.

• Undergraduate Dissertation
• New Directions in Educational Research
• Creating Sociological Alternatives

You will also study three  option modules.  In previous years, options have covered topics such as:

• Crime, Gender and Sexuality
• Morbidity, Culture and Corpses
• Spiritual Realities
• Social Research through Technology Design
• Talk at Work
• Working in the Criminal Justice  System
• Education and Global Development
• Assessment in Education
• Learning Gender: Exploring the Links Between Gender, Education and Society
• Dressed for Success: Bringing Texts Alive in the Classroom
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Students who complete this course will be able to:

• Define, interpret and explain multi-faceted contemporary issues, and their implications for individuals, groups and institutions, by combining knowledge of key educational policies and/or sociological ideas and debates.
• Access, evaluate and critically review evidence-based claims and/or data concerning educational issues and/or social trends.
• Address emerging social problems effectively by challenging common assumptions systematically and with reference to their educational contexts.
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• Identify and plan future learning requirements by recording, reflecting on and evaluating personal learning and development, towards a range of future careers.

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You'll learn through a combination of lectures, seminars, workshops and one-to-ones.

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In the UK, full-time students are expected to spend 1,200 hours a year learning. That's about 40 hours of classes and independent study each week during semesters. Everyone learns at a different rate, so the number of hours you spend on independent study will be different to other students on your course.

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From Year Two onward, formal assessments will contribute toward your degree. In Year Three your 8,000-word dissertation focuses on a specific topic of your choice.

• Professor Robin Wooffitt
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Related courses

• Courses in Sociology
• Education (BA)

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York University threatens to hire scabs to break six-week strike by 3,700 academic workers

Sterling oliver 10 april 2024.

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Are you a striking teaching assistant, graduate assistant, or contract faculty member at York University? We’d like to hear more about your working conditions and your thoughts on CUPE’s role in the contract talks. Email  [email protected]  or fill out the form at the end of this article to discuss the necessity of building independent rank-and-file strike committees to break out of the pro-employer collective bargaining framework and prevent the CUPE bureaucracy from selling out your fight.

Some 3,700 York University teaching assistants (TAs), contract faculty, librarians and archivists, members of the Canadian Union of Public Employees (CUPE) Local 3903, have been on strike for over six weeks at Toronto’s York University. The strikers are fighting for job security and real wage increases, but university management is determined to impose sweeping concessions.

In a highly provocative move reported on Reddit this past week by a student who attended a recent town hall meeting, the School of Nursing is threatening to hire scabs to break the strike by TAs. They wrote , “The nursing faculty and students recently convened for a townhall meeting with the Course Directors to address the matter concerning the suspended course, NURS4527. It is one of the most outrageous meetings we’ve ever had and I’m sure 99.9% of all the nursing students who attended this townhall meeting would back me up…

“Despite almost being near the end of the course program, we are being recalled to continue our suspended course and finish our remaining hours regardless whether the strike continues or not. We have been informed that the School of Nursing are hiring TAs (or CCDs as we call them) to allow the suspended course to continue. This not only defeats the purpose of the strike, but also undermines the instructors who went on strike. Basically they are going around the union to allow the suspended course to continue and hire people from outside the union to allow the course to continue. We are expected to have ‘new instructors’ once they give us the green light to return sometime before April 14.”

The student stated that school officials gave them a deadline for the implementation of this strikebreaking plan of April 14.

Management’s provocative actions flow from its understanding that no threat to its position is posed by the CUPE bureaucrats, whose aim is to starve the overwhelmingly low-paid and precariously employed strikers out on the picket line until they can convince them to accept a rotten sellout.

Bargaining between CUPE and York management stalled in late March after the mediator left the bargaining table claiming the “two parties are still too far apart for bargaining to be fruitful at this time.” CUPE Local 3903’s response was to plead with management to return to the bargaining table, while offering no advice to workers other than to attend a barbecue and a rally aimed at persuading the university to bargain “fairly.”

An April 5 tweet from CUPE Local 3903 summed up the union bureaucracy’s strategy: “York University come back to the table and negotiate a fair contract, so we can get back to the classroom!” A celebratory tweet Wednesday then declared, “At the bargaining table this week! Hoping that York University will share our commitment to negotiating a fair contract by matching our movement at the table, so we can get back to the classroom!”

This is all absurd. York management has made clear throughout that it wants massive concessions on wages and the ability to continue ruthlessly exploiting precariously employed students and contract faculty, while raking in cash from exorbitant tuition fees and citing the devastating cuts to higher education budgets by the provincial Tory government to justify their attacks. “Fair” bargaining is not in their lexicon.

A recent bargaining update made clear that the “fair contract” jargon CUPE Local 3903 talks about publicly in fact means a deal with massive concessions. The bargaining team claimed to have made “significant moves.” In plain English, all this talk about “movement at the table” and “significant moves” means CUPE has made concessions to the employer and remains open to accepting further givebacks to the detriment of members.

The update also claimed, “Members on the picket lines are organizing and standing up for what we deserve: decent wages, job stability, and a more equitable university for all.” How can this be true when only about a dozen workers are at the picket line at any given time, when the local has well over 3,000 members? The union has refused to appeal to students and other workers on campus, never mind workers across Toronto and Canada, to broaden the struggle into a political movement against wage cuts, precarious employment, and sky-high tuition fees, issues which concern wide sections of workers and students.

The union update also went on to assert, “We are building connections with other unions, holding rallies, and gaining power through education and solidarity.” This is a bare-faced lie!

Any “solidarity” organized through the union has been of an entirely platonic character. On the first day of the strike, Local 3903 organized a rally where a representative from Local 3902 at the University of Toronto (UofT) spoke about the imminent prospect of a strike the following week by 8,000 academic and service staff at that institution and formally stated their “solidarity” with York strikers. In the event, CUPE Local 3902 sabotaged the strike at UofT by presenting an 11th-hour sellout tentative agreement. This decision isolated York workers, placing them in a weaker position in the face of management’s attacks, and prevented a unified struggle of university workers in Toronto.

The strike at York takes place under conditions of major struggles by other sections of workers across Canada and internationally, creating the ideal opportunity to broaden the fight. At McGill University in Montreal, 1,600 TAs have been on strike since March 25 after voting for an eight-week strike. The main demand of workers is higher wages to compensate for the spike in inflation over recent years caused by the US/NATO war against Russia, in which Canadian imperialism is playing a major role, and address the cost of living crisis.

Despite working at one of the most prestigious universities in Canada, McGill workers live below the poverty line and experience terrible working conditions. University management is demanding that full-time professors and other staff scab on the strikers, as detailed in an April 5 open letter to the university administration.

Three McGill professors wrote, “The administration’s communications to faculty have been heavy-handed and, in some cases, inappropriate. McGill has directed professors and other course instructors that they have no choice but to perform the labour of striking student-employees or be placed on unpaid administrative leave. McGill has justified its position by arguing that instructors are managers (despite the fact that we don’t hire, fire, or set the hours of TAs), as if this is settled case law, and not in fact the subject of an ongoing legal dispute before the Tribunal administratif du travail.”

Another opportunity to broaden the York strike is presented by the ongoing strike at the Art Gallery of Ontario, where around 400 workers belonging to the Ontario Public Sector Employees Union (OPSEU) have been on strike since March 27. They are fighting for above-inflation wage increases and more consistent work patterns, since 60 percent of staff are part-time workers making poverty wages of just $30,000 per year. This leaves them having to work two or three other part-time jobs to tread water and meet their basic needs. York University workers can relate to deplorable working conditions and poverty wages. CUPE or OPSEU have not made any statements expressing interest in unifying these struggles.

The CUPE bureaucracy is incapable of unifying the York strikers with striking TAs in Montreal, art gallery workers, Canada Post workers who are currently up in arms over their union’s sellout strategy, and other workers. This is because the union apparatus is wedded to the “collective bargaining” system, which secures for the bureaucracy its corporatist relationship with the employer and the state against the workers they claim to represent. Round after round of concessions have been imposed on academic workers with CUPE’s connivance, including in 2018 when it refused to defy a back-to-work law by the provincial Ford Tory government that helped management enforce its dictates.

The only path to victory is to form rank-and-file strike committees independent of and in opposition to the union apparatus. The tasks of these committees will be to advance a series of non-negotiable demands for TAs and contract faculty, and defy all strikebreaking efforts by management and the provincial government, including a back-to-work law. This necessitates a fight to broaden the struggle to all sections of the working class in a political struggle against wage-cutting and capitalist austerity.

A critical precondition for the waging of a successful political fight is the recognition that there is no way forward within the rigged “collective bargaining” system defended by CUPE, York management, the provincial Tory and federal Liberal governments, and the entire trade union bureaucracy.

The fact that York charges outrageous tuition fees while relying on low-paid TAs and contract faculty to perform the majority of teaching is bound up with decades of austerity policies for education and all public services enforced by all political parties of the establishment. Further cuts and concessions are now demanded from all sides of the political establishment to pay for Canada’s massive military build-up to wage imperialist war abroad and subsidies to pad the bank accounts of the billionaires.

Capitalism offers humanity no future except nuclear world war, the climate collapse, poverty and pandemics. The fight by York strikers for decent-paying, secure jobs must therefore necessarily involve a fight to politically mobilize the working class against the capitalist profit system and for the socialist transformation of society.

• The case for building rank-and-file strike committees at Toronto’s York University: A reply to a reader 3 March 2024
• Strike looms for 3,000 York University academic workers: What way forward in the struggle for wage increases and job security? 14 February 2024
• Canada Post demands sweeping concessions in contract talks as postal union keeps workers demobilized 21 March 2024
• Growing outrage among Canada Post workers over miserable working conditions and complicity of CUPW bureaucracy 1 April 2024